2017 Conference Sessions

2017 Featured and Concurrent Session Descriptions

Featured Presentation:(8:45-10:30 AM)

Disability and Intersectionality on College CampusesDavid McNelly

David speaks about how to create diversity and embracing differences during the transformative time that is college. Using personal experiences and anecdotes, David will explore topics that both limit and push people with disabilities forward, and how University administrators can harness their power to help promote positive change.

About David:

David McNelly, MSW, LSW, brings the unique perspective of having seen disability services from the other side of the desk. As an undergraduate student, David registered with Student Disability Services at Miami University. He went beyond utilization of services and was active in working with the DS office to improve student experiences within the office. David also created a student organization for students with disabilities at Miami University while being active in other areas of university life. Since graduation, David has become a social worker and is currently employed by the Athens County Board of Developmental Disabilities. During the keynote address David will speak about his experiences as an undergraduate student who balanced adjusting to college, being a student with a physical disability, and developing a sense of self-advocacy, as well as ways to include students in the work we do and how to look for innovative ways to build inclusivity among our student populations.

This program will address the content area of professional development. Participants will gain and understanding of Disability Services obligations during internship and clinical experience under the ADA and Section 504 of the Rehabilitation Act. Participants will also identify strategies to support students during internships by examining current research and practices of DSS offices.

Based on current estimates that Autism Spectrum Disorder (ASD) affects 1 in 68 children, we have and will continue to see an increase in students with ASD pursuing higher education. Students with ASD present with unique needs that often are not fully addressed through the provision of traditional classroom accommodations. Without proper support, these students will often leave an institution (either voluntarily or by dismissal) due to difficulties with social skills, navigating the academic environment, living independently, etc. This session will discuss the coaching models that Wright State University and Ohio University use to support students with ASD, as well as steps you can take to support this population on your campus now.

As use of educational technology expands, collaboration between IT Accessibility and Disability Services professionals is increasingly necessary to advance accessibility and student support service efforts. This session will present a model for assessing and developing IT Accessibility and Disability Services partnerships. Participants will be introduced to a framework that can be used to examine the current relationship between IT Accessibility and Disability Services on their campus, as well as identify barriers and catalysts to evolving into partners. Discussion and identification of specific strategies that can be taken to strengthen partnerships will be emphasized in the session.

Yoga may not be the most immediate metaphor for adjusting course attendance/deadline policies. However, through a healthy routine of (figurative) stretching, breathing, and balancing, a course can improve its flexibility, energy, and overall health! A panel of representatives from different institutions (your yoga instructors for the day) will discuss how their policies for attendance-related accommodations have evolved over time, including how to handle push-back from faculty, communication breakdowns, and the upward trend of these requests.

Universal Design for Learning (UDL) is, at its core, good teaching. So why does it seem so hard to generate faculty buy-in and practice of UDL? This presentation will assist disability services professionals in developing the skills, language, and knowledge necessary to generate faculty interest in UDL on campus through sharing the experiences of a 2-year pilot project at Ohio University. The focus will be on sharing the learning and recommendations of faculty participants to develop a sustainable and long-term approach to UDL. Don’t have time to add something else to your plate? The presentation will also address how to make the most progress with the least amount of your time and the long-term payoffs to your office.

In contrast to available research with children, few empirical studies have identified effective interventions for individuals with developmental disabilities in adulthood, especially those who experience co-occurring mental health disorders. This presentation will review the available literature, including but not limited to the results of the National Standards Project-2 which focused on individuals with autism spectrum disorders. An attempt will be made to also include the promising role of technology in supporting and assisting young adults with developmental disabilities and/or mental health disorders.

__X__ New Disability Services Professionals (less than 2 years experience)

_____ Seasoned Disability Services Providers (more than two years of experience)

__X__ Directors or Supervisors of Disability Service Providers

__X__ Other: Multidisciplinary providers, educators who interact with such students in higher education settings

Concurrent Session 3 (3:00- 4:00 PM)

Institutionalizing a Grant-Funded Transition Program for Individuals with Intellectual Disabilities in Higher Education

Dr. Michael Kavulic, Director, Board Operations and Technology, Office of the President – Kent State University

This presentation presents the results of a qualitative intrinsic case study that explored the institutionalization of a Transition and Postsecondary Education for Students with Intellectual Disabilities (TPSID) grant-funded program into a public four-year university in the Midwestern U.S. TPSID programs represent one component of the changing landscape of disability and higher education as it represents a program that offers access to students who have otherwise been systematically excluded from much of higher education. The findings of this study suggested that program stakeholders sparked and fueled institutionalization because of their personal connections to disability and through their passion driven efforts and powerful stories. Institutional and program context also played critical roles in program institutionalization. These contextual elements included: student and parental influence; the institution’s history, priority of diversity, and profile; and the program funding model and options. Finally, the institutionalization process appeared to construct and galvanize components of the program’s identity including its role as change agent and system disruptor.

Increase your ability to build collaborative relationships across student development units as you advocate for students with ADHD. Presenters will explain how to create, market, and lead a collaborative psycho-educational/skill-building group for students with ADHD. Detailed curriculum plans and numerous resources will be shared. Gather valuable information to design groups for students with ADHD that fit your departmental resources and campus culture. Presenters will also discuss tips for medication diversion and how to help students with ADHD use medicine safely.

__X__ New Disability Services Professionals (less than 2 years experience)

__X__ Seasoned Disability Services Providers (more than two years of experience)

__X__ Directors or Supervisors of Disability Service Providers

__X__ Other: Counseling Center staff

We’re Waiting for You!

Amy Simerly, Program Coordinator Accessibility Resources – University of Cincinnati Clermont College Lesley Dorhout, Educational Advisor, College Success Program – University of Cincinnati Clermont College

To better ensure the transition from high school to college for students with disabilities, high schools and colleges must understand one another’s verbiage, eligibility, and support services. When this bridge of transition is shored up, then student success and retention will follow; unfortunately, this bridge is not always on the Landscape of Disability and Higher Education.
A team from the University of Cincinnati Clermont College has attempted to solidify this bridge. During this presentation, a solid and relatively easy model for other institutions to do the same will be shared.